This monograph focuses on the writing development of young English-as-a-Second-Language (ESL) learners in order to provide teachers with an overview of research and theory about ESL children's writing from the perspective that research and theory may and should form practice. Recent research on children's first and second language writing is reviewed, including the influence of native language reading and writing ability on ESL writing development. The application of these research findings to instructional strategies and the need for classroom assessment and documentation of children's progress as writer's are considered. The following topics are highlighted: (1) the whole language approach; (2) the use of peer review in the classroom; (3) the elements that ESL students bring to writing; and (4) the connection between reading and writing. (Author/VWL)